Luận Án Những bài học mẫu để phát triển kỹ năng viết của sinh viên năm thứ nhất Đại học Thái Nguyên

THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines


PROTOTYPE LESSONS ON DEVELOPING TEXTUAL SKILL OF FIRST
YEAR COLLEGE STUDENTS OF THE THAI NGUYEN SYSTEM





A Dissertation
Presented to
The Faculty of Graduate School
Batangas State University
Batangas City, Philippines






In Partial Fulfillment
Of the Requirements for the Degree
Doctor of Philosophy
Major in English

By:
HOANG HUONG LY (LILY)
2015





THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines


ABSTRACT
Title : Prototype Lessons on Developing Textual Skill of
First Year College Students of the Thai Nguyen
System
Author : Hoang Huong Ly
Degree : Doctor of Philosophy major in English
Language and Literature
Year : 2015
Advisor : Dr. Matilda H. Dimanno

Summary
This study attempts to assess textual skill of first year college
students of Thai Nguyen System. Specifically, it sought answers to the
following questions: 1) What is the demographic profile of students in

terms of gender, parents‟ educational attainment, students‟ exposure to
English media, place of origin, and school graduated from?; 2) What is
the respondents' textual performance in terms of combining sentences,
constructing sentences, connecting ideas, using words effectively, and
developing paragraph?; 3) Are there significant relationships between
the students' textual performance and their profile variables?; 4) How do
teachers assess the textual performance of students in English?; 5) Are
there significant differences on students‟ textual performance and


THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines


teachers‟ assessment on the same areas? and 6) What prototype
lessons may be proposed to develop students‟ textual performance?
Two sets of instruments - the survey questionnaire for teacher
respondents and the teacher-made test for student respondents - were
used to determine textual skill of first year college students of Thai
Nguyen System and teachers‟ assessment on the same areas. The
research found out that college students have equal gender distribution,
well-educated parents, not well exposed to the English media, came
from urban areas, and pursued their secondary education in public
schools. They have skills in sentence combining with average
performance in constructing sentences, connecting ideas, using words
effectively and developing paragraph. Male students‟ performance in
combining sentences, connecting ideas and developing paragraphs is
different from the female students‟ performance. College students
performed their textual skill in using words effectively, but the
performance of the students in this area is significantly different.

Teachers considered all the component skills important for students
to develop and they had a very high assessment of the degree of
importance of the different items under the textual skills. However, student‟s
performance in the areas of combining sentence, constructing sentences
and connecting ideas are not related to the teacher‟s assessment. Based
on the findings, the prototype lessons are designed to provide a learning


THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines


material that would address the inadequacies of the student population, this
being part of the emerging trend of responsive and outcome -based
language education.


THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines



ACKNOWLEDGEMENT
The researcher wishes to acknowledge with her profound gratitude to
the valuable constributions of the following individuals:
Dr. Matilda H. Dimaano, her dissertation advisor, for her enthusiastic
guidance, critical comments, thorough suggestions, and great
encouragement that help her to accomplish the dissertation in time.
Dr. Corazon Cabrera, Dr Remedios P. Magnaye, Dr. Amada G.
Abanaag, Dr. Ma Luisa Valdez, and Dr Felix Panopio, members of the

panel, for their insightful comment and suggestions, their wisdom and
expertise in research to enrich her study.
All the members of ITC, Thai Nguyen University of Agriculture and
Forestry, for their assistant and facilitating.
The teachers of English at Thai Nguyen University, especially at four
selected universites, for their friendship, generosity, assistance, and
cooporation.
The first year college students of academic year 2014-2015 who
served as the subjects of the study, for their enthusiasm and cooperation.
Her love and inspiration, Pham Hong Thai and her lovely son - Pham
Hoang Minh, who are always with her and always in her heart, for their
deep love, unceasing support both moral and finance, and their faith and
great encouragement that push her through writing.


THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines


Her big family, especially her Mum and Dad and her parents-in-law,
who always believe in her and are proud of her - their daughter.

Hoang Huong Ly



THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines

TABLE OF CONTENTS
Page
TITLE PAGE………………………………………………………

TABLE OF CONTENTS……………………………………………

LIST OF TABLES…………………………………………………

LIST OF FIGURES…………………………………………………………….…….

CHAPTER

I. THE PROBLEM

Introduction
1
Statement of the Problem…………………………
5
Scope, Delimitation and Limitation………………
6
Significance of the Study……………………………
8
II. REVIEW OF LITERATURE

Conceptual Literature……………………………….
10
Research Literature…………………………………
44
Synthesis……………………………………………

51
Theoretical Framework……………………………
53
Conceptual Framework……………………………
55
Hypothesis……………………………………………
58
Definition of Terms…………………………………
58
III. RESEARCH METHOD AND PROCEDURE



THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines


Research Environment …………………………….
60

Research Design………

62
Subject of Study………………………………………
62
Data Gathering Instrument………………………….
64
Data Gathering Procedure…………………………
66
Statistical Treatment of Data………………………

66
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
68
V. SUMMARY, CONCLUSIONS AND RECOMMENDATION

Summary of Findings
116
Conclusions
128
Recommendations
129
BIBLIOGRAPHY…………………………………………………
130
APPENDICES
A. Letters of Request ……………………………….

138
B. Questionnaires ………………
144
C. Documentations…………………………………
160
CURRICULUM VITAE



THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines


LIST OF TABLES

Table

Page
1
Distribution of Population and Sample……………………

63
2
Gender Profile of the Student Respondents …………….
68
3
Parent's Education Profile of the Student Respondents
69
4
Profile of students‟ exposure to English media …………
70
5
Type of English media exposure by the student
respondents …………………………………………………

71
6
Place of origin of the Student Respondents …….………

73
7
Type of High School of the Student Respondents ……

74
8

Level of student's performance in the different textual
skill test………………………………………………………
77
9
Student's Performance in the Textual Skills Tests
stratified according to the Profile Variables ………………
86

10
List Textual Performance of the Students as assessed by the
Teachers …………………………………………………….
90
11
Students‟ English Language Performance and their
Frequency of Use …………………………………………
92
12
Students‟ English Language Performance and their
Degree of Importance ……………………………………
93
13
Student's Performance and Teachers‟ assessment on
the Students‟ Textual Competence………………………
94
14
Basis in the Design of Prototype Lessons to Develop
Students‟ Textual Performance …………………………
96

THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines



LIST OF FIGURES
Figure Page
1. Conceptual Paradigm of the Study 55



THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines



1
CHAPTER I
THE PROBLEM
Introduction
The English language is one of the foreign languages taught in
various stages of the educational system, especially in countries that
have adopted it as their second language. A number of reasons justify
this grand educational decision as the English language has risen to a
global status and has fast become the lingua franca of the entire world.
Although English is only the third in rank among the world
languages, the first of which is Chinese Mandarin and the second is
Spanish, the wide adoption and acceptance of modern English in
business communication drive its continuous success. In fact, countries
in Africa and Asia for example who are multi-lingual and multi-dialect

have made English as their common language bridging the
communication gap among their regional constituents. Therefore,
English has risen from its former status as the language of the
colonialists to a language of democracy and progress.
Globalization has created a demand for proficiency in the English
language. Important business transactions in the world‟s biggest
economies are crafted in the English language. The movement of
people either for tourism, business, education or migration to a foreign
country requires a minimum level of English language proficiency.


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Socialist Republic of Vietnam Republic of the Philippines



2
These are some of the several reasons why English language schools
have proliferated, that is to cater to the increasing need of the wider
speaking public. While the teaching of the English language has taken a
full and formalistic engagement like the programs for English as the
Second Language (ESL) or English as a Foreign Language (EFL)
assumed by designated language teaching institutions, deficiencies
have been and continuously being identified. The ESL and EFL
pedagogical styles were seen to follow the scholastic or traditional
approaches of teaching English.
With traditional approaches, it is meant that the English language
is taught in the way that it is taught in schools, like building vocabularies
and putting heavy emphasis on grammar. This approach has been
challenged as evaluations of the non-native speakers in various foreign

educational institutions that showed preponderance of ineffective English
communication skills. In fact, the ESL program was primarily geared
towards developing written English proficiency, not spoken English
proficiency.
It is clear that people cannot use only spoken language to
communicate because written language plays very important role in
every field. As can be seen, in four skills, writing or textual skill is creative
and difficult one that learners at different levels of English, especially
elementary encounter because they need to gain basic knowledge of


THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines



3
English in general as well as writing in particular. If they are taught
textual skill thoroughly and often pratise writing, they are able to use
words and compound or complex sentences exactly and effectively to
express their ideas logically.
Language learning proceeds in a longitudinal and sequential
fashion and several researches have provided evidence to this effect. In
fact, there were 5 stages identified in communicative development that
L1 learners need to undergo. ESL/EFL learners were also found to
undergo communicative development in a similar process, suggesting
the universality of the language learning process. And following L1
learners‟ pattern in acquiring linguistic skills of their native language that
occur in stages, macro and micro skills are acquired as well.
The four macro language skills that occur in sequential process

include listening first, then speaking, followed by reading, and finally
writing. These macro skills as indicated are related to each other in two
ways, and these are the direction of communication - the in or out, and
the method of communication - the spoken or written. The micro-skills
acquired would include grammar, vocabulary, pronunciation, and
spelling.
The linguistic skills development and maturity of the second
language learners can be evaluated cross-sectionally through a
sampling assessment of their macro skills as well as their micro skills.


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Socialist Republic of Vietnam Republic of the Philippines



4
Such is particularly important especially among freshman students of
the University, where a linguistic performance assessment would be
critical in making a decision for English language remedial programs.
Aware of the academic tasks of a tertiary education, a minimum skill
and proficiency in the English language is required for them to
successfully tackle the requirements of their courses.
During the process of teaching basic English at university, I notice
with deep concern that many first year students have difficulties in
writing skills. The reason for this is that students often write simple
sentences and do not know how to use compound and complex
sentences. Also, they are confused with constructing sentences,
connecting ideas and using words effectively. They, consequently,
make mistakes in the process of writing, especially writing a paragraph

or an essay. Besides, most of them are afraid of writing or do not
practise writing regularly.
Therefore, in this study an attempt will be made to probe the
textual skill of the Vietnamese first year basic English students and
this will be compared with the linguistic rating of their respective
teachers. This approach will not only validate the authenticity of the
data but also gauge the student‟s performance relative to the
teacher‟s linguistic performance evaluation.


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Socialist Republic of Vietnam Republic of the Philippines



5
It is true that several studies have been done regarding the
assessment of grammatical performance and textual performance,
however, what we often see is that these parameters are evaluated
either alone separately with respect to another performance parameter
or comparing the effect of one over the other. In most of the studies
conducted, grammatical performance was utilized as an index for a
longitudinal interventional studies, the same way with textual
performance. This research which will examine these two performance
parameters at the same time among first - year Basic English students
in a cross-sectional and non-interventional design will be the first of its
types to be conducted among Vietnamese students.
Because of all reasons given above, I would like to study
students‟ ability of writing expressed through the way they combine
sentences, construct sentences, connect ideas, use words effectively,

and develop paragraph. Based on the results and findings of the study,
helpful prototype lessons can be proposed with the hope of providing
the students with useful learning materials to improve their writing skills.
Statement of the Problem
This study assessed textual skill of first year college students of
Thai Nguyen System.
Specifically, it sought answers to the following questions:
1. What is the demographic profile of students in terms of:


THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines



6
1.1. gender;
1.2. parents‟ educational attainment;
1.3. students‟ exposure to English media;
1.4. place of origin; and
1.5. school graduated from?
2. What is the respondents' textual performance in terms of:
2.1. combining sentences;
2.2. constructing sentences;
2.3. connecting ideas;
2.4. using words effectively; and
2.5. developing paragraph?
3. Are there significant relationships between the students' textual
performance and their profile variables?
4. How do teachers assess the textual performance of students in

English?
5. Are there significant differences on students‟ textual
performance and teachers‟ assessment on the same areas?
6. What prototype lessons may be proposed to develop students‟
textual performance?
Scope, Delimitation and Limitation of the Study
The study covered the textual skill of first year college students of
the Thai Nguyen system. The output of the study is the prototype lessons


THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines



7
in order to develop the textual skill of first year students of the Thai Nguyen
system.
This study was limited to the responses of 379 first year Basic
English language students from selected Universities in Thai Nguyen
and their respective English teachers. The students answered the
teacher–made test on textual performance relative to combining
sentences, constructing sentences, connecting ideas, using words
effectively, and developing paragraph which served as the source of
the quantitative data that were analyzed statistically.
The students‟ demographic profiles were included in this study.
These student respondents were enrolled in the Basic English course
in the University. The teacher respondents were the respective
teachers of the evaluated students and the teacher‟s assessment of
the student and the students‟ scores in questionnaire were compared.

Comparison of means and t-test were done as well as correlation
analysis but not limited to these statistical parameters. Demographic
data were presented as graphical figures. The study is limited only to
first year college students enrolled in the four Thai Nguyen University
systems. Those students who were not enrolled in the Basic English
Course as well as those who were in the upper year levels were
excluded in the study.
Significance of the Study


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Socialist Republic of Vietnam Republic of the Philippines



8
This study is believed to have profound significance to the
Administrators, teachers of English and first year college students in
Thai Nguyen University, and future researchers
Administrators. This study will also be significant to the
administrator and policy-makers because of the information that they
will be provided regarding the textual performance of their students,
that way they can make the grand decision to establish an English
language remedial program for the affected student population or
whether the teachers‟ strategic intervention and the prototype lessons
which are the output of this study would suffice to supplement the
deficiency needs of the students.
First Year College Students at Thai Nguyen University.
Results of the study will help them understand their textual
performance. This will also serve as basis for improvement on the

areas they find most difficult. The output developed in the study in the
form of prototype lessons in English language will reinforce them in
the deficiencies encountered.
Teachers of basic English. The results of study will benefit
the teachers because they can inject their impressions on their
students. Similarly, they would benefit from the results that will be
cascaded to them at the end of the study so that they will understand
why their students perform accordingly. They will also be benefited by


THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines



9
the prototype lessons developed as these serve as pedagogical aids
in their students‟ learning.
Policy-Makers. Results of the study will provide them with the
latest textual performance of the first year college English students
which can form the basis for national policy formulation. This will also
substantiate the status of the primary and secondary education whether
they have successfully prepared the students to this tertiary level.
Future researchers. This may be useful for other researchers
who might wish to conduct a similar study. Future researchers may use
this study to enrich their own literature in the field of writing skill.

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Socialist Republic of Vietnam Republic of the Philippines



10

CHAPTER II

REVIEW OF LITERATURE

This chapter presents the relevant conceptual and research
literature which are found relevant to the present study, synthesis,
theoretical and conceptual frameworks and definition of terms. The
literatures included are found substantial to the study and give the
necessary background to understand the present research.
Conceptual Literature
The following concepts which focus on Basic College English,
grammatical and textual performance, and writing English composition
and prototype lessons in English are reviewed to substantiate the study.
Basic College English. An English-based controlled language
which is also called simple English is referred to as Basic English. It is
an international auxiliary language intended to serve as a means of
communication between people whose native languages differed (www.
5 minuteenglish.com/ basic-english-lang.htm). This was created by
British writer and linguist Charles Kay Ogden as an aid for teaching

English as a second language. Basic English is a simplified subset of
regular English which Ogden believes that with a controlled English
learning experience would be easier to achieve.


THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines



11
In learning English, there is a need to have knowledge of some
basic rules of the language. Developing a solid foundation in English
grammar will help students create sentences correctly and easier to
improve communication skills in both spoken and written English. The
requirements in the offering of Basic College English vary depending on
the college or university the student has chosen. A good rule thumbs for
anyone interested in knowing exactly what those site specific pre-
requisites are to check with the college. However, if a student is
uncertain as to which college to attend, there is a method to determine
and be prepared for some of the most basic college English
requirements (every-day life.global pointt.com/ basic-college-English
requirements 6092, html).
Since reading is dominant in college English classes, these can
be a mixture of classical literature, contemporary poetry, social
commentary, opinion pieces, academic articles and or drama.
According to Harvard report for reading, for students to absorb these
works properly, they must develop a habit of reading with purpose.
They must know what they want to get out from the reading
assignment and be able to look for those points.

In college English classes, writing is heavily dealt on and one of
the most difficult aspects considered along this area is grammar. It is
expected by everybody that students will be able to show an


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Socialist Republic of Vietnam Republic of the Philippines



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understanding of the basic rules of grammar. For students to have
better understanding of grammar, they need to seek and purchase the
latest edition of a writer's handbook which contains all the rules of
grammar, syntax, citation, formatting and vocabulary. Students can
easily use and refer to these books every time needed as these guides
come with online resources of writers.
College students should have a strong vocabulary through
reading. The institution wants to have students who possess strong
lexicon. Students can effectively communicate if they have many ideas.
Since words represent ideas, it is believed that the students who
possess more words the better they could express themselves. For that
reason students should continuously learn and add new words to their
vocabulary.
There are seven secrets to succeed in taking Basic College
English (grammar.about.com/od/yourwriting/a/fresh.com.tips/htm).
These include: knowing the writing handbook and be able to use this;
reading twice where the first reading if for pleasure and the second is
for facts; using the college writing center and reviewing the basic
grammatical structures and terms; preparing to move beyond; using

online resources wisely as well as avoiding plagiarism.
It can be daunting to combine words together to form phrases
and phrases to form complete sentences and communicate in the


THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines



13
English language. Once the basics of English communication is
mastered, the next step is to advance the speaking, reading and writing
skills (Ideboen, Alyssa, www. com/ how- 7489732 -learn -basic-college.
english.html).
To improve English language education the following are the
study tips and tricks to follow to master the basics of College English:
review the basis by grabbing an English grammar book and a tutor or
an English speaking friend and making some of understanding basic
English grammar since college level English involve a bigger vocabulary
and more complex structures; use of English daily through practicing
listening skills such as watching television or listening to radio or
communicating with people by talking to friends. Have practice with
TOEFL example questions to get idea of advance English test-
questions, and work through practice exams as well as get corrected by
having a tutor or close friend to help hone skills by listening and
adjusting pronunciation.
As a flexible major, English offers many opportunities to students
to take electives within the major area of study. A solid grounding in
undergraduate studies can prepare one to pursue an advance degree.

English requirements differ from university to university, but there are
some general basics. Most universities require all students to take a
composition class, while a writing-focused class may be required to


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14
graduate from college (education/ seattlepi. com/ic – college -english-
requirements-1224 html). Some universities require a survey course in
English literature, a class that covers a breath of literature overtime.
Other universities require two or three courses focusing an older works,
such as phrase by Shakespeare, Chaucer, or other pre-1800's writers.
Grammatical and Textual Performance of Students. The set of
structural rules governing the composition of clauses, phrases and
words in any given natural language which include morphology, syntax,
and phonology, and often complemented by phonetics, semantics, and
pragmatic is referred to as grammar. As the basic backbone of any
language, both in spoken and written forms of language, grammar does
not only include rules for usage of proper tenses and proper sentence
construction, but also deals with punctuation and correct usage of
words. Without grammar, a language will be totally coarse and ugly to
deal with, and would eventually become completely illegible and
nonsense (Importance of Grammar. [Internet]. 2013).
There are five reasons why grammar is important in a language.
These include: to be able to maintain uniformity where the use of
language according to one‟s own whims and fancies would result to a

preponderance of language variations which results to ambiguity and
vagueness, miscommunications and communication problems; to be
legible where language which doesn‟t make sense will be useless in


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Socialist Republic of Vietnam Republic of the Philippines



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communication like an improperly constructed sentence.
Miscommunication is caused by the use of wrong words or not be
able to relay intended information to the listener or re-punctuation of
which the entire meaning of the sentence is changed. To insure the
correct communication of thoughts and ideas through language is the
ultimate purpose of grammar.
Another reason is to sound good and interesting like a
grammatically sound piece of prose or verse. A person will become
disinterested if one talks or writes something without proper grammar.
For language to have smooth flow and interesting sound, it must abide
by the rules of grammar in constructing the sentences. Professionalism
is another reason why grammar is important. It is a must that in
business and professional speaking and documents language used
must be free from any grammatical error. The last reason is to break it
and make it. The value of correct grammar is realized by Individuals
who are into literary careers.
According to Cruz et al (2001) grammar is that science which
deals with words, forms of words, word combination and the relationship
between words. It is a system of rules for the use of a language or the

study of what is preferred and what is to be avoided in effective speech
and writing. It tells us what words do in sentences and how they